how to read science

• Cause and Effect • Alike and Different • Put Things in Order During Reading Tell children that answering questions you ask as they read the lesson is a good way for them to check their

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Target Reading Skill

Each page has a target reading skill The target reading skill will help you understand what you read.

Real-World Connection

Each page has an example

of something you will learn.

Graphic Organizer

A graphic organizer can help you think about what you learn

Each chapter in your book has a page like this one This page shows you how to use a reading skill.

Before reading

First, read the Build Background page Next, read the How

To Read Science page Then, think about what you already know Last, make a list of what you already know.

in learning science if they understand what is

written on each page That is, they need to know

how to read science Tell them that there are certain

skills that make reading easier In each chapter,

they will practice one of these reading skills

Before Reading

Tell children that for each chapter, they will have

the chance to preview what they will read Begin

with the “Build Background” pages Have children

look at the vocabulary introduced on these pages

along with the pictures and think about what they

will be learning Discuss what they might already

know about the subject of the chapter

Have children follow along as you walk through

the chapter Have them look at the pictures and

read the captions with you Have them discuss

what they think the chapter is about and what

they think they will be learning The “How to Read

Science” page identifies a target reading skill that

will be revisited throughout the chapter

Demonstrate for children how to identify the target

reading skill (It is always located at the top of the

page next to a target icon.) Discuss with children

the target reading skill for the chapter If children

are unfamiliar with the chapter target reading

skill, provide some explanation and elaboration

Tell children that they will get more practice with

the target reading skill throughout the chapter

Inform children that the target reading skills they

will encounter in the science chapters are the same

reading skills they will be learning about and

practicing in Reading

In each chapter, children receive introductory

instruction in a reading skill, have two

opportunities to practice the skill, and are assessed

on the skill over the course of the chapter By

connecting science skills with reading skills,

improved scores and comprehension in both

Reading and Science can be achieved

Real-World Connection

Explain to children that there are a variety of ways

in which science information can be presented and

learned These ways include stories, diagrams,

and pictures In each How to Read Science

feature, one of these ways will be used to present

science information to children A story usually

consists of several sentences about a topic It

is often accompanied by a picture Sometimes

information is presented entirely in a picture

Often a diagram with labels is used to explain a

concept Tell children that being familiar with each

of these ways will help them learn

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After reading

Think about what you have learned Compare what you learned with the list you made before you read the chapter

Answer the questions in the Chapter Review.

These are some target reading skills that appear in this book.

During reading

Use the checkpoint as

you read the lesson This

will help you check how

much you understand.

• Cause and Effect

• Alike and Different

• Put Things in Order

During Reading

Tell children that answering questions you ask as they read the lesson is a good way for them to check their understanding of what they have read Ask children questions as they read so that you and they can assess their level of understanding Tell children that it is always a good idea for them

to think about what they have learned in one lesson before going on to another lesson In this way they can be sure they have understood what has been presented Suggest that children share what they have learned with a partner and/or the class Tell children that they can check what they have learned by answering the checkpoint questions

After Reading

After children have finished reading the chapter, ask them to think about what they have learned Have them answer the questions in the “Chapter Review and Test Prep.” You may want to preview the target reading skills in the chart to assess children’s knowledge of these concepts

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A scientist who wants

to find out more about space observes many things You use your senses to find out about things too.

Scientists classify objects in space

You classify when you sort or group things by their properties.

Scientists build machines to explore space First scientists make a careful guess about the size or amount of the parts of the machine Then they measure each part.

Scientists are always learning about space

Scientists draw a conclusion

or make a guess from what they already know.

use these skills when you do the activities in this book Suppose scientists want to learn more about space Which process skills might they use?

xxii

Read aloud the introductory paragraph on

page xxii Remind children that a process is a

way of doing things

Observe

Tell children that their five senses are seeing,

hearing, smelling, touching, and tasting Explain

that scientists use their five senses to find out

about objects, events, and living things Ask

children to use words to tell about the picture

(Possible answers: Red land, rocks on the land, a

machine made of metal, no living things) What

sense did you use to observe the picture? (Seeing)

Caution children that when they are doing science

activities, they should not taste or smell things

unless you specifically tell them to

Classify

Explain to children that properties are things that

can be observed, such as how something looks,

feels, or acts Scientists classify things based on

how they are alike or not alike Scientists might

classify the rocks in the picture What else might

scientists classify in the picture? Choose some

common classroom objects, and ask children to

classify them into groups based on properties such

as size, shape, or color Ask volunteers to tell their

method of classification

Estimate and Measure

Tell children that two ways to measure are by

using a standard measure, such as a meter or

an inch, or by using a nonstandard measure,

such paper clips Ask: What things might

scientists estimate and measure in the

picture? (Possible answers: The rocks, the size

of the machine) Provide children with different

nonstandard units and metric and standard

rulers Ask them to measure the length of different

classroom objects using both standard and

nonstandard units

Infer

Tell children that since scientists do not see any

plants in this picture, they might infer that no

animals could survive here Ask children what

else scientists might infer Have them explain their

inferences Help children understand the meaning

of infer by doing the following activity: Ask a

volunteer to come to the front of the class Tell the

volunteer to shut his or her eyes Place an easily

identifiable object, such as an apple or a toy car,

in the child’s hands Ask the child to use his or

her other senses to gather information about the

object After the child has gathered information,

ask him or her to infer what the object is

Science BackgroundYou Are a Scientist!

The word science comes from the Latin word scire, which means “to

know.” Scientists observe the world around them in order to know more about it They observe, question what they see, wonder what makes the world the way it is, and try to find answers to their questions Anyone who observes the world around them and questions what they see is a scientist!

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First scientists tell what

they think will happen

Then they do an

experiment.

Scientists might make

and use models of

a machine to use in

space Models show

what scientists already

know

Scientists use what

they know to tell what

something means.

xxiii

Predict

Discuss what the word predict means Explain that

scientists use what they observe and what they can infer to help them predict Tell children that scientists can predict how the machine will move based on what they know about the machine Tell children that they can predict too Hold up

an eraser and ask: What do you predict will

happen if I let go of this eraser? (Possible

answer: It will fall to the floor.)

Make and Use Models

Explain that a model is something that can be used to represent an object, event, or living thing

A model can even represent a place or idea Scientists might have made many models of this machine before they sent the machine into space Explain that scientists often make and use models

to represent or learn about real things Tell children that even pictures or drawings are kinds of models because they are used to represent something Explain to children that many toys are models Ask children for examples of models they have seen (Accept all reasonable answers.)

Make Definitions

Ask children where they find definitions (In a dictionary) Explain that scientists make definitions Scientists use observations and investigations to help make definitions The machine in the picture moves, or wanders around the surface of the planet Scientists might define the machine as

“something that wanders about, or roams.”

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Think of a question you have about space

Make a statement that you can test to answer your question

Scientists record what they observe and measure

Scientists put this data into charts or graphs

Scientists use what they learn to solve problems or answer questions.

about space What questions might you have? How would you use process skills to help you learn?

xxiv

Make Hypotheses

Tell children that a hypothesis should be in the

form of an “If…/then…” statement Ask children

what questions the scientists in the picture might

have about space Write the questions on the

board Ask children to change each question

into a hypothesis by making it an “If…/then…”

statement (Possible answers: Why do scientists

wear spacesuits? If scientists wear spacesuits,

then they will be able to breathe and stay safe

in space.)

Collect Data

Explain to children that data are facts or

information Tell children that it is important to

record what they observe and measure when

they do science activities Recording what you

observe and measure is called collecting data.

The scientists in the picture are collecting data

about space Graphs, charts, pictures, words,

lists, diagrams, and tables can be used to help

collect data

Interpret Data

Tell children that interpret means “to explain the

meaning of something.” Making charts or graphs

help scientists to interpret the data they collect

The scientists in the picture will interpret the

data they are collecting while they are outside

their spacecraft

Science BackgroundExperimental Variables and Controls

• In all scientific experiments, only one factor can be tested at one time This factor is called the variable It is the only part of the experiment that can be changed By testing only one variable at a time, a scientist can be fairly certain that the experimental results are caused by one and only one factor

• All scientific experiments must have a control experiment A control experiment is set up exactly like the one that has the variable, but

it does not have the variable Nothing in the control experiment changes Setting up a control experiment eliminates the possibility of hidden or unknown variables

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Scientists plan a fair test

Scientists change only one thing in their test

Scientists keep everything else the same.

Scientists plan and do

an investigation as they study space.

Scientists tell what they learn about space.

xxv

Investigate and Experiment

Tell children that scientists investigate many different things while they are in space Scientists

in the picture might investigate how fast or slow they move in space What are some other things scientists might investigate while they are in space? (Answers might include: Learning about different planets) The methods scientists use to investigate and experiment are discussed further

on pages xxvi–xxvii

Control Variables

Explain that variables are things that can change

or be different Remind children that scientists change only one thing in their test Scientists change one thing because they want to find out what the effect of that one thing alone is The scientists in the picture might change what they use to help them move in space

Communicate

Scientists use words, pictures, charts, and graphs

to share information about their investigation The scientists in the picture will share what they learn with other scientists Have children communicate with their classmates Tell children to draw a picture of something they did today on a piece of paper Ask volunteers to share their drawings Tell children that talking, writing, drawing pictures,

or making charts are all ways to communicate Explain that learning to be a good listener and reader is important too

Science Misconception

It Takes a Community

Children may think that if a scientist’s conclusions support a hypothesis,

then the hypothesis is accepted by other scientists That is not the case

Before a hypothesis can be accepted by the scientific community, the

experiment must be repeated and the results checked many times by

scientists around the world

Science Background

The Nature of Science

• The results from a single experiment are not sufficient to reach

a conclusion An experiment must be run over and over again,

with data collected each time Only after multiple repetitions of

the experiment and collection of substantial data can the data be

considered accurate and used to reach a conclusion

• It is quite often the case in science that the answer to one question

leads to new questions In this way, the cycle of discovery goes on

and on

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A clock measures time.

appropriate tools and simple equipment/instruments

to safely gather scientific data As children read

the pages identifying tools, make sure they know

what the tool is used for and how to use it safely

Demonstrate each tool and its safe use

Safety goggles

Explain to children that it is essential they protect

their eyes when performing certain activities

Safety goggles or safety glasses provide such

protection

Demonstrate the use of safety goggles and discuss

when they should be worn Generate a class

list of appropriate times Make a poster of this

information to display in the classroom

Hand lens

Demonstrate the safe use of a hand lens to

children Provide a variety of objects, including

newspaper print, for children to examine using

a hand lens Ask children to describe how each

object looks under the hand lens

Clock

Make sure children know how to use a clock to

tell time Discuss how many minutes there are in

an hour Point out the second hand if the clock has

one, and explain that there are 60 seconds in one

minute

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You can use a ruler

to measure how long

something is Most

scientists use a ruler

to that conclusion Have children place like and unlike poles together and observe the results

Stopwatch

Tell children that most stopwatches measure time

in hours, minutes, seconds, and parts of seconds Have children use stopwatches you provide to measure how long it takes several volunteers

to make one circuit around the classroom

Demonstrate for children how to start and stop the stopwatch

Note About Magnets

• Magnets have poles

• The magnets in the picture have a north pole (N) and a south pole (S)

• The rule of poles states that like poles repel and unlike poles attract

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A balance is used

to measure the mass

of objects Mass is how much matter

an object has Most scientists measure mass in grams or kilograms.

You can use a meterstick

to measure how long something is too Scientists use a meterstick to

measure in meters.

Explain to children that a meter stick is similar to

a ruler in that it is used to measure length Point

out that a meter stick is about three feet (one yard)

long Have children examine a meter stick to see

the centimeter and millimeter subdivisions

Ask children to measure the length of the

classroom using a meter stick

Measuring cup

Most scientists use containers marked with

milliliters (mL) or cubic centimeters (cc) One mL

equals one cc Some measuring cups also provide

customary units

Explain to children that when they use a measuring

cup, they should find the milliliter line on the cup

that they want to measure to Then they should put

the measuring cup on a flat surface and move their

heads so that their eyes are even with that line

They should pour water into the measuring cup

until it is even with the line

Balance

Demonstrate the use of a balance to children

Have children practice measuring mass with

a balance by first choosing two objects and

predicting which one has more mass Then have

children put an object on each side of the balance

Have them observe which side of the balance is

lower Have them determine which object has

more mass and explain their thinking

Science BackgroundNotes About Tools

• One meter equals 39.36 inches

• The volume of a liquid can be measured using a measuring cup or a graduated cylinder The unit of volume is the liter (L) Smaller volumes are measured in milliliters

• The volume of a regular solid can be found by multiplying its length

by its width by its height (Volume ⫽ length ⫻ width ⫻ height) The unit of volume for a regular solid is cubic meters or cubic centimeters

• The volume of an irregular solid can be measured by water displacement

• A balance measures mass, or the amount of matter in an object The unit of mass is the kilogram (kg) Smaller masses are measured in grams (g) and milligrams (mg)

• Mass is not the same as weight Weight is a measure of the force of Earth’s gravity on an object An object has weight because it has mass On Earth, mass and weight are used interchangeably The unit

of weight is the newton (N)

• 0 °C (32 °F) is the freezing point of water 100 °C (212 °F) is the boiling point of water To convert Celsius to Fahrenheit, use F ⫽ 9⁄5C ⫹ 32°

To convert Fahrenheit to Celsius, use C ⫽ 5⁄9(F ⫺ 32°)

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Most thermometers have a Celsius and Fahrenheit scale

Most scientists use the Celsius scale.

Thermometer

Demonstrate to children the safe use of a thermometer Point out the Fahrenheit (F) and Celsius (C) scales Ask children to determine at what temperature the Fahrenheit and Celsius readings are the same (⫺40°)

Have children measure temperature with a thermometer by doing the following activity Put a thermometer in a cup of cold water Have children observe the red line in the thermometer and record the temperature it indicates Put the thermometer

in a cup of warm water Again have children observe the red line and record the temperature it indicates Ask children to describe how the red line and the temperature changed

Calculator

Supervise children as they use calculators you provide to add and subtract numbers Explain to them what specific keys mean and how to use them Then write a series of numbers between 4 and 18 on the board and have children use their calculators to find the total

Computer

Supervise children as they access and explore

www.sfsuccessnet.com by having them use

the mouse to click on their grade, find a topic they would like to learn about and click on that topic, click on another arrow to go to another page or click on words with lines under them, and write three sentences about what they have learned at the Web site

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ou need to be careful when doing science activities This page includes safety tips to remember:

Listen to your teacher’s instructions.

Never taste or smell materials unless your teacher tells you to.

Wear safety goggles when needed.

Handle scissors and other equipment carefully.

Keep your work place neat and clean.

Clean up spills immediately.

Tell your teacher immediately about accidents or if you see something that looks unsafe.

Wash your hands well after every activity.

Safety Tips Art Link

Have children work in small groups to create a Science Safety Poster to display in the classroom Provide children with appropriate materials to make their posters Suggest that groups focus on one safety tip for their posters Display all the posters as a collage of safety tips for the science classroom

Science BackgroundNotes About Safety

• As children study astronomy, they will be asked to compare and contrast the characteristics of the Sun, Moon, and Earth Children should be aware that looking at the Sun without protective eyewear

is dangerous and not recommended They should also be aware of the danger of Sun exposure and should use sunscreen

• Children should be aware of the danger of exposure to sounds of high decibel levels They should limit their exposure to such sounds, move further away from the source of such sounds, or use protective ear wear

• Talk with children about fire safety For example, make sure children understand that if their clothing catches on fire, they should stop, drop, and roll Emphasize to children that they should never run

Communicate to children that learning about

science can be an exciting experience But it can

also be a dangerous one if proper safety rules are

not followed Emphasize that conducting science

activities requires an awareness of potential

hazards and the need for safe practices This

means that appropriate safety procedures must be

followed when completing scientific investigations

Tell children that to have a safe year doing

activities, they must be familiar with the safety tips

listed on page xxxii Have children follow along

as you read each tip aloud Then have children

read each tip on their own Have them explain

what they have learned about safety in science to

a partner

The following safety guidelines are provided for

your information as you plan and implement the

activities in this book

• Be sure children always follow such safety rules

as keeping a clean work area, never tasting

substances without permission, wearing safety

goggles or glasses, and safely handling glue,

scissors, rulers, toothpicks, straws, and spools

• Discuss with children the need to apply safe

and appropriate techniques for handling,

manipulating, and caring for materials, living

organisms, scientific equipment, and technology

For example, children should identify ways to

care properly for fish in an aquarium Children

should understand that fish need food and

clean water and should be kept out of direct

sunlight Be sure that children understand that to

protect native wildlife, they should not release

live materials after completing an activity If

necessary, biologists suggest freezing them in

a sealed container, and then disposing of the

container

• Be sure children understand what the basic

tools for gathering information are (See pp

xxviii–xxxi.) Discuss with children how to select

the appropriate tools and use them safely

• Discuss with children the need to exercise

appropriate safety precautions during severe

weather Identify types of severe weather

(thunderstorms, tornadoes, hurricanes, and

blizzards) and examples of safety procedures

(seeking shelter in safe locations, heeding sirens,

listening to TV and radio broadcasts, heeding

watches and warnings, developing a personal

safety plan)

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Unit A • Life Science A1

Lesson 1 What are the parts of a plant? 7

Lesson 2 How are seeds scattered? 10

Lesson 3 How are plants grouped? 12

Lesson 4 How are some woodland

Lesson 5 How are some prairie plants adapted? 20

Lesson 6 How are some desert plants adapted? 22

Lesson 7 How are some marsh plants adapted? 24

Guided Inquiry Investigate Do plants

Directed Inquiry Explore How are worms

and snakes alike and different? 36

Lesson 1 What are some animals with

Lesson 4 What are some ways fish are adapted? 46

Lesson 5 What are some ways reptiles

Guided Inquiry Investigate How can an

Directed Inquiry Explore What does

Lesson 1 What do plants and animals need? 71 Lesson 2 How do plants and animals get food

Guided Inquiry Investigate How can you

Directed Inquiry Explore Which hand

do different children use to write? 100Lesson 1 How do sea turtles grow and change? 103Lesson 2 What is the life cycle of a dragonfly? 108Lesson 3 What is the life cycle of a horse? 110Lesson 4 How are young animals like their

parents? 112 Lesson 5 What is the life cycle of a bean plant? 114

Lesson 6 How are young plants like theirparents? 116 Lesson 7 How do people grow and change? 118

Guided Inquiry Investigate How does a

caterpillar grow and change? 122

Wrap-Up Unit A

Full Inquiry Experiment Which bird beak

Full Inquiry Science Fair Projects 136

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A2 UNIT A • Life Science

• illustrated border

• punch-out picture

• label cards in

English and Spanish

• suggestions for use

• Why Do Cats Meow?

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• materials in chapter bags

• mobile storage carts

• activity placemats and trays

• Teacher’s Activity Guides

materials

Chapter

1

p 4

Do plants need water?

plastic jars, 16 oz celery stalk

water

pp 26–27

Do plants need light?

grass seedsplastic cups, 9 oz

potting soil

waterwashable paints (optional)

self-adherent red tapecotton squarespipe cleaners

dried mini rigatoni pastawashable paints (optional)

pp 56–57

How can an octopus use its arms?

suction cupsplastic jars, 16 oz

Activity Master 1scissors

construction paper (optional)

plastic spoons

dry yeastwater

Chapter

4

p 100

Which hand do different children use

to write?

construction paperblack crayonsscissorstapewhite chart paper

glue

UNIT A • Getting Started A3

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Process SkillsChapter

Alike and Different

Cause and Effect

SE, pp 69, 73, 82, 83, 95

Below-Level Reader: How Plants and

Animals Live Together

On-Level Reader: Plants and Animals Advanced Level Reader: Life in a

Rain Forest

Chapter 4

Infer

SE, pp 101, 109, 121, 127

Below-Level Reader: How Living

Things Grow and Change

On-Level Reader: Growing and

Changing

Advanced Level Reader: Animal Eggs

Connecting science skills

with reading skills can

help improve scores

and are assessed on a

reading skill over the

course of each chapter

Chapter 1: Predict Chapter 2: Alike

and Different

Chapter 3:

Cause and Effect

Chapter 4: Infer

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Integrate the following cross-curricular ideas into your lessons as you teach this Life Science unit

UNIT A • Activity Guide A5

Social Studies in Science, SE/TE, pp 19, 23, 85

Your State Flower, TE, p 13

The Sargasso Sea, TE, p 80

Horses Helping People, TE, p 111

Different Countries and Peoples, TE, p 120

Math in Science, SE/TE, pp 17, 55, 77, 89, 105, 115 Sorting Animals, pp 58–59

How Many Legs? TE, p 53 Math in a Food Web, TE, p 81 Measuring a Remora Fish, TE, p 88 Measuring Length, pp 92–93 Symmetry in Nature, TE, p 19 Measuring Time, pp 124–125 Counting Animals, TE, p 113 Saguro Arms, TE, p 117

Writing in Science, SE/TE, pp 9, 49, 51, 61, 79, 81, 87,

95, 111, 113, 127

My Science Journal, TE, pp 8, 11, 14, 17, 19, 23, 35, 40,

45, 54, 67, 72, 75, 81, 83, 86, 88, 99, 104, 106

Reading Strategy, Predict, p 5, 11, 25, 31

Reading Strategy, Alike and Different, p 37, 41, 45, 61

Reading Strategy, Cause and Effect, pp 69, 73, 83, 95

Reading Strategy, Infer, pp 101, 109, 111, 121, 127

Writing Link, TE, pp 51

Health in Science, SE/TE, p 13

Seafood, TE, p 91

Technology in Science, SE/TE,

pp 21, 53Technology Link, TE, pp 21, 85

NSTA SciLinks, SE, pp 16, 114

Rocket Science Student CD-ROM

Discovery Channel School DVD

Web GameStudents may access the Online Student Edition at

www.sfsuccessnet.com

Art in Science, SE/TE, pp 14, 43, 75,

117

Habitats, TE, p 18 Fish, TE, p 47

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as the woods, prairie, or desert These adaptations may help plants live in hot, cold, wet, or dry environments.

Facilitate Understanding

Have children name plants they may find in the woodland and in the desert Ask children to compare and contrast the plants

Have children describe woodlands and the desert Guide them by asking questions about the climate and the types of animals found in each place Have children discuss how the plants they named are adapted to live in each environment

Chapter 2

How are animals different from each other?

Animals differ from one another in many ways Some animals have backbones and some animals do not have backbones

Mammals, birds, fish, reptiles, and amphibians all have backbones Insects and other animals, such as octopuses,

do not have backbones Animals live in different places and are adapted to their environments in different ways

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for Professional Development

Chapter 3

How do living things

help each other?

Living things help each other in different

ways Animals eat plants and/or other

animals for food Animals may get shelter

from plants such as trees or they may use

smaller plant parts to build nests Animals

may provide protection to plants and

other animals

Facilitate Understanding

Have children discuss different ways that

a bird may use parts of a tree

Encourage children to think of other pairs of living things (plants and plants, plants and animals, animals and

animals) that help one another List the pairs on the board and have children describe how they help each other

Chapter 4

How do living things

grow in different ways?

Living things have different life cycles A life

cycle is the way a living thing grows and

changes Some plants grow from seeds

Young plants eventually grow into adult

plants Some animals hatch from eggs

and some grow inside of their mothers

and are born live Some young animals

look like their parents Other young

animals, such as young insects, look

different from their parents

include:

Classification of Living Things

Characteristics of Organisms Continuation of Life Ecological Organization

Additional content support

is available online at

http://www.nasa gov

Also refer to these technology resources:

at sfsuccessnet.com

Additional Resources

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Play a sorting game.

20 minutes Small Groups

• Show children pictures of various plants and animals from textbooks or other sources Have children classify the living things according to their shared characteristics

• Begin by having children sort the living things into plants and animals Then have children think of other ways to group the plants and the animals

• Have children explain their groups to the class Groups will vary and may include categories such as plants that live in the desert, or reptiles, birds, fish, and so on

Utilize visuals to reinforce concepts throughout the unit Select a variety of visuals, such as pictures, graphic organizers, and real objects.

Look-Write-Discuss

20 minutes Whole Class

• Have children study a visual for one minute

• Remove the visual and have children describe it in as much detail as possible Use their descriptions as a basis for discussion

• Finally, help children comparetheir descriptions to thevisual for accuracy

Multi-Age Classroom

Children working together in cooperative multi-age teams have the chance to learn from one another and to find inconsistencies

in their own thinking.

Mix-Pair-Discuss

20 minutes Small Groups

• Children in the classroom mix until you call “Pair.” Children partner with the person from another grade who is closest

to them

• Ask pairs to discuss assigned Lesson Checkpoint questions, Scaffolded questions, or Chapter Reviewquestions together

English Language Learners

Modify the presentation of content to support English Language Learners.

Dramatization/Acting Out

• Use Total Physical Response (TPR) to help beginning ELL children access the meaning of vocabulary terms Children who know the meanings act them out for other children to guess

Language Clarification

• Modify teaching language by paraphrasing ideas and explaining new concepts Provide synonyms, antonyms, and definitions of unfamiliar words

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Below-Level Leveled Reader has

the same content as Chapter 1, but is

written at a less difficult reading level

On-Level Leveled Reader has the

same concepts as Chapter 1, and is written at grade level

Advanced Leveled Reader is

above grade level and enriches the chapter with additional examples and extended ideas

Leveled Readers deliver the same concepts and skills as the chapter

Use Leveled Readers for original instruction or for needed reteaching

Key Content and Skill in Leveled Readers and Chapter 1

Content

All About Plants

Vocabulary

nutrients flowerroots environmentstem adaptedleaves prairie

Predict

Leveled Reader Teacher’s Guide

by Leslie Ann Rotsky

Leveled Practice

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1B UNIT A • Life Science

5 minutes for setup,

5 minutes day

2, 10 minutes day 3

20 minutes

• The student knows that people use scientific processes including making inferences, when exploring the natural world

• The student uses a variety of strategies to comprehend text (for example, self-monitoring, predicting, retelling, discussing, restating ideas)

• The student knows the basic needs of all living things

pp 10–11 20 minutes

• The student identifies ways that seeds travel

• The student understands that living organisms need to

be adapted to their environment to survive

• The student understands that the amount of food, water, space, and shelter needed is dependent on the size and kind of living things

• The student understands that structures of living things are adapted to their function in specific environments

• The student knows that plants and animals are adapted

to different ranges of temperature and moisture

• The student understands that structures of living things are adapted to their function in specific environments

• The student knows that plants and animals are adapted

to different ranges of temperature and moisture

• The student knows that people use scientific processes including making inferences, and recording and communicating data when exploring the natural world

Math in Science: Leaf Patterns

Chapter 1 Review and Test Prep

Biography: Mary Agnes Chase

Trang 22

Vocabulary/Skills Assessment/Intervention Resources/Technology

• Scaffolded Questions, TE, pp 7, 9

• Checkpoint Questions, SE, p 9

• Chapter Review, SE, pp 30–31

• Workbook, p 4

• Quick Study, pp 2–3

• Every Student Learns, p 2

• Scaffolded Questions, TE, p 11

Predict, SE, p 10

• Workbook, p 5

• Checkpoint Questions, SE, pp 13, 14 • Workbook, p 6• Quick Study, pp 6–7

• Every Student Learns, p 4 environment

adapted

• Checkpoint Questions, SE, pp 17, 18

• Workbook, p 7

prairie • Scaffolded Questions, TE, p 21

• Workbook, p 8

• Checkpoint Questions, SE, p 22 • Workbook, p 9• Quick Study, pp 12–13

successtracker

• Workbook, pp 11, 13–14

• Assessment Book, pp 1–4

Other quick options .

Trang 23

Explore Do plants need

water? p 4

Time 5 minutes for setup, 5

minutes on day 2; and

10 minutes on day 3

Groups small groups

Advance Preparation Cut a

10 in long piece of celery for each

group Fill each pouring container with

about 23 c water

Materials 1 fresh cut stalk of celery

with leaves; 1 clear plastic jar, 16 oz;

water (about 23 c); pouring container for water

Alternative Materials Large clear

plastic cups can be used instead of clear plastic jars

What to Expect After a day, the

stalk of celery will droop because the celery lost water When water

is added the celery stalk will absorb water and begin to stand upright again

Safety Note Have paper towels

handy for water spills

Activity DVD Unit A,

Chapter 1

Activity Placemat Mat 1

light? pp 26–27

Time 30 minutes for setup and

then 10 minutes daily for

1 week

Groups small groups

Advance Preparation Plant seeds

about 10 days in advance Cover

seeds with a thin layer of soil Keep

soil moist Fill pouring containers

Materials 2 clear plastic cups, 9 oz;

grass seeds for each cup; potting soil

pouring container for water; washable paints (optional)

Science Center This activity can

be set up in your Science Center for students to work on

throughout the day

What to Expect The grass in the

dark place will look paler green and less healthy

Safety Notes Have paper towels

handy for water spills Check for plant allergies in advance

Activity DVD Unit A,

Chapter 1

Activity Placemat Mat 2

Other Resources The following Resources are available for activities found in the Student Edition

Demonstration Kit If you wish to

rehearse or demonstrate the Chapter 1

activities, use the materials provided in

the Demonstration Kit

Classroom Equipment Kit

Materials shown in italic print are

available in the Classroom

Equipment Kit

Activity Placemats The Equipment

Kit includes an Activity Placemat for each activity, a work surface that identifies the materials that need to be gathered

Activity Transparencies

Use a transparency to focus children’s attention on the Quick Activity for each lesson

Teacher’s Activity Guide For

detailed information about Inquiry Activities, access the Teacher’s Activity

Guide at www.sfsuccessnet.com.

progress to greater independence in scaffolded inquiry.

Directed Inquiry A Directed Inquiry activity begins each chapter Guided Inquiry A Guided Inquiry activity closes each chapter Full Inquiry Experiments and Science Fair Projects at the end of each

unit provide opportunities for Full Inquiry.

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Cut four pieces of paper

Make labels for the plant parts.

Explain Your Results

1 Make and Use Models What are the main parts of a ﬂ owering plant?

2 How does each part help the plant?

Materials

Use with Chapter 1

Put the parts together to

make a model of a plant.

plastic foam

scissors and glue

marker and index cards

string and clay construction paper

You make and use models

when you show the parts of a plant.

Activity Flip Chart, p 1

1.Observe How are a cactus and a fern alike?

2 How are a cactus and a fern different?

Use with Chapter 1

Activity Flip Chart, p 2

Activity Flip Chart

What are the parts of a flowering

Materials plastic foam, variety of shapes

such as half-ball and rectangles; construction

paper of several colors; clay; white glue;

marker; string; pipe cleaners; scissors;

index cards

Procedure

• Teacher should make a model of a plant

and label its parts Review the parts and

the function of each part with the class

• Help children make a model of a

flowering plant using the materials listed

• Have children use a model to point out plant parts to classmates

What to Expect Children will make a model of a plant and label its parts

Students will communicate the function of each plant part

Think About It

1 roots, a stem, leaves, and flower

2 The leaf makes food for the plant The flower makes seeds The root takes

in water and holds the plant in the ground The stem holds the plant up and brings water up from the roots

Activity Flip Chart

How are a cactus and a fern alike

Materials fern in a pot; cactus in a pot;

hand lens or magnifying glass

Procedure

• Discuss different types of plants that live

in the desert and how they adapt to the

climate Use a Venn diagram to compare

and contrast the plants

• Children will observe both plants and record observations in the chart that compares and contrasts both plants

What to Expect Students will observe both plants and record.

Think About It

1 They are both plants They both have roots, stems, and leaves

2 Cactuses have thick stems and sharp leaves that are spines Ferns have thin stems and wide leaves divided into many parts

Trang 25

support content and skill development

as you teach Chapter 1 You can also view and print Workbook pages from the Online Teacher’s Edition

Use with Build Background, pp 2–3

Use with How to Read Science, p 5

Name Vocabulary Preview

Draw a picture or write a sentence to go with

Directions: Read the words and draw pictures to illustrate them or write sentences

about them Cut out the boxes to use as word cards.

Home Activity: Ask your child to identify the words that name parts of a plant

(flower, leaf, roots, stem) and then explain how roots and nutrients, adapt and

environment, and environment and prairie are related.

Use with Chapter 1.

Directions: Read the Science Story and look at the pictures Think about what you

know about seeds and plants and write those facts in the I know box Then write your prediction in the I predict box.

Home Activity: Your child learned about predicting Put a pot of water on the

stove and turn on the burner Ask your child to predict what will happen to the water Discuss how your child used what he or she knows about stoves and water

to predict.

Apply It!

Predict what will happen to the pine tree seeds

next Fill in the graphic organizer.

Possible answer:

Some of the pine tree seeds will grow into new pine trees.

Name

Before You Read Lesson 1

Read each sentence Do you think it is true? Do

you think it is not true? Circle the word or words

after each sentence that tell what you think.

1 Plants get water and nutrients from

the soil True Not True

2 Roots make food for the plant True Not True

3 The stem is one of the main parts

of a plant True Not True

After You Read Lesson 1

Read each sentence again Circle the word or

words after each sentence that tell what you

think now Did you change any answers? Put an

X by each answer that you changed.

2 Roots make food for the plant True Not True

Think, Read, Learn

Use with pages 7–9.

What are the parts

of a plant?

4 Think, Read, Learn Workbook

Home Activity: Together talk about your child’s answers Have your child explain

why his or her answers may have changed after reading the lesson.

Name

Read each sentence Do you think it is true? Do you think it is not true? Circle the word or words after each sentence that tell what you think.

1 Scatter means “to break into

small pieces.” True Not True

2 Seeds grow inside of fruits True Not True

3 Air and water can carry seeds to

new places True Not True

Read each sentence again Circle the word or words after each sentence that tell what you think now Did you change any answers? Put an

2 Seeds grow inside of fruits True Not True

How are seeds scattered?

Workbook Think, Read, Learn 5

Name

1 All plants have flowers True Not True

2 Plants with flowers grow only

in gardens True Not True

3 Some seeds grow inside cones True Not True

4 Some plants do not make seeds True Not True

1 All plants have flowers True Not True

3 Some seeds grow inside cones True Not True

4 Some plants do not make seeds True Not True

How are plants grouped?

Trang 26

Use with Lesson 4, pp 16–19

1 Plants live in many different places True Not True

2 Only trees live in a woodland True Not True

3 Plants can adapt to live in a cold

or wet place True Not True

1 Plants live in many different places True Not True

2 Only trees live in a woodland True Not True

3 Plants can adapt to live in a cold

or wet place True Not True

How are some

woodland plants adapted?

Name

1 A prairie has lots of trees and

a little grass True Not True

2 Summers on a prairie can be hot

and dry True Not True

3 Prairie plants have adapted to

keep the water they need True Not True

1 A prairie has lots of trees and

a little grass True Not True

2 Summers on a prairie can be hot

and dry True Not True

3 Prairie plants have adapted to

keep the water they need True Not True

How are some prairie plants adapted?

Name

1 Deserts are very dry True Not True

2 Desert plants do not need water True Not True

3 A cactus holds water in its stem True Not True

1 Deserts are very dry True Not True

2 Desert plants do not need water True Not True

3 A cactus holds water in its stem True Not True

How are some desert plants adapted?

Name

1 Some marsh plants get nutrients

from water True Not True

from insects True Not True

3 The soil in a marsh has all the

nutrients plants need True Not True

from water True Not True

from insects True Not True

3 The soil in a marsh has all the

nutrients plants need True Not True

How are some marsh

plants adapted?

Name

Anna collected maple and beech leaves

She arranged the leaves in two patterns.

Here is how Anna arranged the leaves.

Use what you know about Anna’s patterns

Predict what two leaves Anna will add next

Draw two more leaves in each pattern.

Use with Chapter 1.

Making Patterns

Directions: Look closely at Anna’s patterns Note what the pattern is and when it

repeats Then draw the next two leaves in each pattern.

Home Activity: Your child learned about patterns After your child explains how

he or she continued the patterns on the page, use pennies and nickels to make two patterns like the leaf patterns.

maple leaf beech leaf

Trang 27

support content and skill development

as you teach Chapter 1 You can also view and print Workbook pages from the Online Teacher’s Edition

Name Chapter 1 Test

Read each question and choose the best answer.

Then fill in the circle next to the correct answer.

Choose the best word to complete the sentence Plants need food, water, air, space, and _.

훽 fruit

훾 seeds

훿 flowers  sunlight

Look at the picture of a plant.

Why is the circled part important?

 It grows into the soil.

 It makes food for the plant.

 It takes water from the soil.

 It carries water to the leaves.

Look at the picture of a maple seed

How do maple seeds travel?

훽 by air

훾 by water

훿 by animals  by getting stuck on fur or feathers

Why does a Venus’s-flytrap trap insects inside its leaves?

 to get water  to make seeds  to get sunlight  to get nutrients

Read the chart.

Groups of Plants Plants with Flowers Plants without Flowers

Fruit trees Plants with cones Cactus Mosses

Ferns What is this chart about?

훽 pine cones

훾 plants that grow from seeds

훿 plants grouped by their parts  plants with flowers that grow seeds

What makes up a plant’s environment?

 only animals  only living things  only nonliving things  both living and nonliving things

Which word completes the sentence? Plants that grow near rivers and streams are adapted to live where it is very _.

훽 hot

훾 dry

훿 wet  dark

Answers should tell about goldenrod or prairie smoke

For example: Prairie smoke has fuzz that helps keep water in the plant.

The spines protect the leaves from animals that try to eat them.

Look at the tree in the picture Notice that it has lost its leaves.

The plant is adapted to its environment

Which environment is it from?

 a river or stream  a woodland that gets cold in winter  a desert that is dry most of the year  a prairie that sometimes gets little water Write the answers to the questions on the lines.

Choose a plant that grows on the prairie when there is little rain Tell how the plant is adapted to the prairie (2 points)

the plant’s leaves keep the water they need

(2 points)

Trang 28

All About Plants

2 Click on the register button

3 Enter the access code frog and your school’s zip code.

Chapter 1

T E A C H I N G

P L A N

Professional Development

To enhance your qualifications in science:

• preview content in Life Science DVD Segments Classification of

Living Things and Characteristics of Organisms

• preview activity management techniques described in Activity

DVD Unit A, Chapter 1

Chapter 1 Concept Web

Children can create a concept web to organize ideas about plants

need

Plants

can be grouped as

having flowers

havefourmainparts

not having flowers

rootsstemsleavesflowers

waterairsunlightspacenutrients

woodlands

live in environments such asprairies deserts marshes

knows that life occurs on or near the surface of the Earth in land, air, and water understands that structures of living things are adapted to their function in specific environments

knows that there are many different kinds of living things that live in a variety of environments

knows that animals and plants can be associated with their environment by an examination of their structural characteristics knows that people use scientific processes including hypotheses, making inferences, and recording and communicating data when exploring the natural world

★ Science Objectives

The studentThe student

Trang 29

Name Vocabulary Preview

Draw a picture or write a sentence to go with each word.

flower environment

leaves stem

nutrients adapted

roots prairie

Directions: Read the words and draw pictures to illustrate them or write sentences

about them Cut out the boxes to use as word cards.

Home Activity: Ask your child to identify the words that name parts of a plant

(flower, leaf, roots, stem) and then explain how roots and nutrients, adapt and environment, and environment and prairie are related.

Use with Chapter 1.

picture/text walk

identifies words and constructs

meaning from text, illustrations, graphics, and

charts, using the strategies of phonics, word

structure, and context clues

Chapter 1 Vocabulary Words

Introduce the Concept

Discuss Essential Question

Read the Chapter 1 Essential Question to children,

How do plants live in their habitats? Use

the pictures of the prairie, roots, and leaves to

guide discussion Ask questions such as: What

kind of habitat does the picture show?

What do the flowers need to grow? What

do the other pictures show? What are

roots and leaves? How do parts of a plant

help a plant live in its habitat? Accept and

discuss all answers Tell children they will find out

how plants live in their habitats

A C T I V I T Y

Explain to children that a habitat is a place where

living things grow Ask: What might be living

in a habitat? Different plants and animals

Are all habitats the same? Brainstorm a list

of different kinds of habitats in the world, such

as forests, deserts, ponds, and rivers You may

wish to show children pictures of different kinds

of habitats Point out that cities and towns are

habitats too

★ Science Objective

The student

Trang 30

Use the following K-W-L chart provided on

www.sfsuccessnet.com or Graphic Organizer

Transparency 1

K What I Know

W What I Want

to Know

L What I Learned

nutrients roots stem leaves flower environment adapted prairie

List vocabulary words under the first column Explain to children that you will fill in the “K” and

“W” columns of the chart together

• Pronounce each word Solicit information

from children as you fill in the “K” column For example, children may have prior knowledge that roots grow into the ground

• Guide children as you fill in the “W” column of

the chart A possible question might be, “What are some nutrients?”

• Encourage children to add a note in the “W”

column when they learn what they wanted to know

• Tell children they will fill in the last column after reading the chapter

Word Recognition Use the Vocabulary Cards

to reinforce recognition of each written word and its definition

Practice

Vocabulary Strategy: Which Word?

Using the Vocabulary Cards, read the definition

of a vocabulary word aloud Ask: Which word

is that?

Ask students to participate in a form appropriate

to their level of skill:

• choral response

• telling a partner

• pointing to the word in the pictures

• selecting the word from the Vocabulary Cards

Science Misconception

Living Things and Nonliving Things

Some children may believe that only animals are living things, and that

plants are not Two characteristics shared by all living things are their

need for food and their ability to grow To help children understand that

plants are living things, generate a discussion about what plants need

to live and grow (Sunlight, water, nutrient-rich soil, air) Emphasize that

sunlight, water, and air are used by plants to make food

Minerals in Soil

Soil contains various minerals and decaying plant and animal matter

Plants take up minerals in soil through their roots To be healthy,

plants need soil that contains the minerals nitrogen, potassium, and

phosphorus

Trang 31

Use Activity DVDUnit A, Chapter

1 to preview this activity

Call1-888-537-4908 with activity questions

Name

Use with Chapter 1, p 4

Notes for Home: Your child learned how plants need water by observing what

happens when a wilted stalk of celery is placed in a jar of water

Home Activity: Discuss what happens to plants when it does not rain for a long

celery activity he or she completed?

the jar?

you put water in the jar?

Why did the celery change?

Explain Your Results Predict What will happen if you take the celery

out of the water?

Explore Do plants need water?

Activity Book, pp 27–28

Explore: Do plants need water?

Student predicted the result of adding

water to wilted celery.

Student described how and why wilted celery changed after placing it in water.

Student predicted what will happen if

the celery is taken out of the water.

Scoring Key

4 points correct, complete, detailed

3 points partially correct, complete, detailed

2 points partially correct, partially complete, lacks

some detail

1 point incorrect or incomplete, needs assistance.

Use with Chapter 1, p 4

Activity Rubric

4

What to Do

Put celery in the jar

Look at the celery.

to the celery.

Predict What will happen if you take the celery out of the water?

Find more about this activity at our Web site

• See the Teacher’s Activity Guide for more support.

• An alternative activity is also available to download

Activity Resources

knows that people use scientific

processes including making inferences, when

exploring the natural world

Build Background

Children observe plants not watered and predict

effect of watering plants

Managing Time and Materials

Time: 5 minutes for set up, 5 minutes on

Day 2, 10 minutes on Day 3Groups: small groups

Materials: 1 stalk of celery with leaves;

1 clear plastic jar, 16 oz; water

(about 23 c); pouring container

Materials listed in italics are kit materials.

Advance Preparation

Cut a 10 in long piece of celery for each group

Fill each pouring container with about 23 c water

What to Do

full day Predict the effect of water added

the celery stalks on the second and third days

of water to the survival of plants

The stalk will droop because it loses water

Tell children to use what they know about plants

and what they observed to help them predict

Explore Do plants

need water?

The student

Trang 32

Pine trees do not grow flowers They grow

cones Their seeds grow inside the cones

When the seeds are ready, the cones open

and the seeds drop out of the cones The

seeds fall to the ground.

Use with Chapter 1.

Workers plant celery seeds

in little pots When the seeds begin to grow, farmers move the young plants to fields

The farmers cut the celery when it is grown.

Apply It!

Predict what will happen to the celery next

Make a graphic organizer to help you.

About the Target Skill

The target skill for All About Plants is Predict

Children are introduced to the skill as you guide them through this page

Introduce

Ask children to think about what they would do

if they were thirsty and were handed a glass of

water Ask: What do you think you would

do next? Drink the water Say: You can predict that you would drink the water because you know that thirsty people drink something if they have the chance.

Model the Skill

Read the Science Story as a class Ask: What is

the story about? Growing celery What did you learn about growing celery? Farmers

grow celery from seeds to plants Then they cut

the plants Say: Now think about what you

know about foods after they have been grown and picked.

Practice

Look at the Graphic Organizer together Work with children to complete the Graphic Organizer using the facts from the Science Story

Apply It!

Farmers cut celery when it is ready to eat

Workers will take the celery to stores to sell

★ Reading Objective

The student

Trang 33

Name

of a plant?

Workbook, p 4 6

Sung to the tune of “Where, Oh, Where Has My Little Dog Gone?”

Lyrics by Gerri Brioso & Richard Freitas/The Dovetail Group, Inc.

Plants have roots that grow in soil, And hold the plant in place.

The roots take in water and nutrients, And carry them up to the stem.

Chapter 1 Lesson 1

of a plant?

A C T I V I T Y

Ask children to name a plant that grows outside

(Possible answers: trees; grass; bushes; flowers) Ask:

How are these plants alike? Possible answers:

They are green They grow They are pretty

Lesson 1 Resource

knows the basic needs of all living

things

Introduce

Access Prior Knowledge

Ask children to think about the plants they just

named Ask: What do you think plants need

in order to live? Possible answers: water, soil,

air, sunlight How do you think plants get

these things? Accept reasonable answers.

Set Purpose

Tell children they are going to read about plants

and their parts Help them set a purpose for

reading, such as finding out how different parts

of plants help plants get what they need to live

Teach

Sing or play “Plants” for children Read page 7

together On the board, list things plants need

Say: Plants are living things They need

water, air, sunlight, and space to grow

They also need nutrients Tell children that

nutrients are materials that plants get from the

soil Nutrients contain important minerals such as

nitrogen, potassium, and phosphorus Explain to

children that bigger plants need more nutrients,

water, air, space, and sunlight

Trang 34

Lesson 1

What are the parts of a plant?

Plants need water, air, and sunlight

Plants need space to grow Plants

need nutrients Nutrients are

materials that living things need

to live and grow Many plants get nutrients from soil and water.

The parts of a plant help it get food, water, air, and sunlight.

Ask children the following scaffolded questions

to assess understanding

Scaffolded Questions

that living things need to live and grow

air, sunlight, space, nutrients

of a plant in a pot If the pot tipped over and the soil fell out, what would happen to the plant? The plant could not

live

Guide Comprehension

Tell children that the word nutrient comes from

a Latin word that means “feed or keep alive.” Children may know other words from the same

root These words include nutrition, which means

“food or nourishment,” and nutritious, which

means “having value as a food.” Write the words on the board, and say each aloud Invite students to make up sentences using the words

Extend Vocabulary

Leveled Readers

Begin to use Chapter 1 Leveled Readers with appropriate reading

groups at this time

All About Plants has

the same content

as Chapter 1, but

is written at a less

difficult reading level

Plants has the same

concepts as Chapter 1, and is written at grade level

Desert Plants is above

grade level and enriches the chapter with additional examples and extended ideas

by Leslie Ann Rotsky

Life Science

Assign Quick Study pp 2–3 to children who need help with lesson content

Diagnostic Check

If . children have difficulty understanding

what plants need to grow,

then . point out that plants are living

things, like animals Ask: What does a lion

need? Water, air, food, space Does a big lion need more things such as food than

a lion cub? Why? Yes It is bigger.

Trang 35

Plants have four main parts The four main parts are the roots, stem, leaves, and flowers.

Roots grow down into the soil Roots hold

the plant in place Roots take water and nutrients from the soil to the stem.

The stem carries water and nutrients to

the leaves The stem holds up the plant.

Green leaves take in sunlight and air

They use sunlight, air, water, and nutrients

to make food for the plant.

Leaves

Roots

My Science Journal Plant Parts

Have children make a two-column chart The first column should list the four plant parts The second column should tell what each part does

Science MisconceptionRoots

• Roots don’t always grow into the ground For example, a banyan

tree has aerial roots that grow into the air and catch rainwater

• Roots can store water and nutrients Root vegetables include yams,

carrots, radishes, and turnips

ELL SupportMultiple Meanings

The word plant has three different meanings It can name something

that grows It can also describe the action of “putting something in the

ground to grow.” Plant can also refer to a building having machinery to

produce something

knows the main parts of plants

(stem, leaves, roots, flowers)

Tell children that all living things grow and make

new living things The new living things are like

the living things they come from To grow and

make new living things, plants need food, water,

and air Read pages 8–9 with children Use the

illustrations to discuss how each plant part helps

the plant meet its needs Ask: How do water

and nutrients from the soil move through

the plant? Roots take water and nutrients from

the soil and carry them to the stem The stem

carries water and nutrients to the leaves

S U M M A R Y

• The four main plant parts are roots, stem,

leaves, and flowers

• Different plant parts help the plant in different

ways so that the plant can live, grow, and make

new plants

The student

Trang 36

Many plants have flowers A flower

makes seeds These seeds might grow into new plants.

their answers in their science journals The stem holds up the plant The stem carries water and nutrients to the leaves

plant? Stem

It makes new seeds that might grow into new plants

food for the plant? How does it do this?

Leaves make new food for the plant They take

in sunlight and air and use sunlight, air, and water to make food

Tell children that some words can have more

than one meaning Write the word roots on

the board Remind children that roots can be the part of a plant that grows under the ground Explain that roots can also be where people’s families come from, or where people grew up Many Americans have their roots in places throughout the world, such as in Europe, Africa,

or Asia Call on volunteers to tell what their family’s roots are, such as a specific continent, country, or town

ELL Leveled Support

Describe Parts of a Plant

Beginning On the board, write the names of plant parts: roots, stem,

leaves, flower Below this, draw a simple diagram of a sunflower

showing its roots, stem, leaves, and flower Point to each part Ask

children to name it

Intermediate On the board, draw a simple diagram of a sunflower

showing its roots, stem, leaves, and flower Prepare four cards They

should contain the names of the plant parts, one part per card Call

on volunteers to pick a card Have the child match that name with the

correct part on the drawing on the board

Advanced Tell children to draw a plant, showing the roots, stem,

leaves, and flower They should label each part Below the drawing,

they should write a sentence about each part to tell what it does

For scaffolded instruction about plant parts, use Every Student

Learns Teacher’s Guide, p 2.

Trang 37

Name

Workbook, p 5

10

1 Name 3 ways that seeds travel

2 Predict A maple tree fruit spins to the ground It lands in an open space What do you think might happen next?

How are seeds scattered?

Many new plants grow from seeds Suppose you plant seeds You would scatter the seeds

in the soil Scatter means to spread out The seeds have space to grow.

Fruits cover and protect seeds When fruits travel, the seeds inside are scattered Some fruits are scattered by air or water Some fruits get stuck on the fur or feathers of animals Scattering helps carry seeds to new places where they can grow.

Lesson 2

S U M M A R Y

• Different fruits have different shapes that help

them travel to new places

• Fruits travel by air, by water, and by getting

stuck on people and animals that travel

ELL SupportFor scaffolded instruction about how seeds travel, use Every Student

Learns Teacher’s Guide, p 3.

The student identifies ways that seeds travel

Introduce

Use the pictures to discuss different fruits and

predict how they travel Use questions such as the

following to elicit discussion: Do all the fruits

look alike? Which fruit looks like it has

wings? Which fruit looks like it can float

on water? Which fruit might get stuck on

an animal that touches it?

Set Purpose

Tell children you are going to read to them about

some different kinds of seeds and how they travel

Help them set a purpose for listening, such as

to discover ways that seeds travel

Teach

Read pages 10–11 to children Use the pictures

to point out ways that the shapes of the different

fruits help them travel

A C T I V I T Y

Ask children: What are some ways that

seeds travel? Then tell children that they will

build a model to demonstrate how seeds travel by

wind Show Quick Activity Transparency 2 Give

a strip of paper and a paperclip to each child or

a pair Tell them to fold the paper in half, put a

paperclip over the fold, and fold the ends down

Then have them toss the paper in the air Ask:

How might this paper model of a seed

travel in the wind? Explain that the folded

paper has “wings” like some seeds

TRANSPARENCY 2

Trang 38

The fruits of a maple tree are shaped like wings This shape helps them travel through the air.

The fruits of the water lily ﬂ oat on lakes and streams.

Burrs are fruits

Burrs travel by hooking onto clothing

or fur This dog has burrs stuck to its fur.

Focus children’s attention on the three images Ask:

Which fruit is scattered by air? Which is stuck to an animal’s fur? The maple; the burr

Assess

1 Seeds travel by water, wind, and by getting hooked onto fur, feathers, or clothes

2 Predict If there is soil in the open space,

the fruit might go into the soil and the seed might begin to grow

different? They have different sizes, shapes,

and travel in different ways

maple tree travels through the air The

child should spin with arms outstretched

get from one island to another? Possible

answers: float on water, be carried by wind, be carried by a bird

Write the words fur and fir on the board Have

children say the words aloud Ask: In what

way are the words the same? Sound

the same How are the words different?

Spelled differently, have different meanings Tell children that words that sound alike but are spelled differently and have different meanings

are called homophones Tell children that a fir

is a plant It is a kind of evergreen tree Fur is a

body covering Ask children to write a sentence using each word correctly

My Science Journal

Plant Seeds

Have children observe each of the three fruits and make simple

drawings of them Then have them write a caption for each drawing

The caption should name the fruit and tell how it travels

An Idea From Nature

The idea for the nylon hook-and-loop fastener used in place of zippers

and other fasteners was suggested by burrs, which stuck firmly to the

clothing of George de Mestral, a Swiss mountain climber His invention

was originally called “locking tape.”

ELL Support

Fruits

Children may think that the word fruit refers only to edible fruits Explain

that a fruit is the part where the seeds are Ask students to name fruits

Then discuss what kinds of seeds each fruit has

Trang 39

Name

Workbook, p 6

12

Peach trees grow flowers

Peaches are a fruit You can eat peaches.

How are plants grouped?

Plants can be grouped into two kinds One kind of plant has flowers The other kind of plant does not have flowers.

Plants with flowers grow in different places They can grow in gardens They can grow in fields.

Trees are plants Some trees have flowers The flowers form fruits that cover and protect the seeds inside.

Lesson 3

S U M M A R Y

• There are two groups of plants One group has

flowers The other group does not have flowers

• Flowers form fruits that cover and protect the

seeds inside

• Cactus plants grow in the desert Their flowers

form seeds

knows that the structural

characteristics of plants and animals are used

to group them

understands different ways

in which living things can be grouped (for

example, plants/animals, edible

plants/non-edible plants)

Introduce

Tell children to describe their favorite fruit Ask

if they know where the seeds are Point out that

fruits come from flowering plants

Set Purpose

Tell children they are going to read about

flowering plants Help them set a purpose for

reading, such as to discover how seeds are

protected by fruits

Teach

Read pages 12–13 with children Ask: How are

all the plants in this lesson alike? They

all have flowers Explain to children that flowers

become fruits as a result of a process called

pollination Bees and birds help in this process.

A C T I V I T Y

Bring a variety of fruits to class, such as an apple,

plum, peach, and bell pepper Cut each to reveal

the seeds Display the fruits and their seeds Have

children describe what they see

TRANSPARENCY 3

The student

Trang 40

Cactus plants grow in the desert

Their flowers form seeds Some seeds fall into the sand New cactus plants might grow.

Assess

1 Plants can be put into two groups One group has flowers, the other group does not have flowers

seeds fall into soft soil? New violet plants

might grow

it possible for the plant to make more plants? The flowers turn into fruits that have

seeds The seeds can grow into new plants

On the board, write one flower/two

Say: When you write about more than

one, you have to use the plural form

of a word What is the plural form

of flower? Write flowers on the blank.

Repeat with one stem, two , one fruit,

two _, one tree, two , and one plant, two Help children generalize

the rule that to form the plural of many nouns,

add –s.

Social Studies Link

Your State Flower

Have children use the Internet or other resources to find out about their

state flower Ask them to write about it in their science journals, telling

the name of the flower and describing what it looks like They can also

draw a picture of the flower

More About the Saguaro

• The saguaro flower is the state flower of Arizona The saguaro cactus

is the largest cactus of the United States It stores water in its thick

stem and branches

Edible and Nonedible Plants

• Another way to group plants is whether or not parts of the plants

can be eaten Examples of edible plants are broccoli, chives, lettuce,

and soybeans

Diagnostic Check

If . children have difficulty understanding

that many plants have flowers,

then . display pictures of plants that do not have showy flowers For example, show the flowers on clover, pea and onion plants, and local weeds

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